Classroom Walk-Through
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Transcript of Classroom Walk-Through
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with Reflective Practice
School Board of Charlotte County Workshop
September 6, 2006
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• A way to better align curriculum and instruction on a day-to-day basis
• A tool to enhance classroom visits
• A way to initiate dialogue about improvement in teaching and learning
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(Management By Wandering Around)
Practiced by David Packard Co-Founder of Hewlett-Packard
andSam Walton, Founder of Wal-Mart
Two of the top 10 CEO’s of all time.(Fortune Magazine, July, 2003)
TTakes on a new focus…
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Where the tenets of CWT- MBWA
are practiced, schools report:
• Increased student achievement
• Improved instructional practices
• Fewer discipline referrals
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focused classroom visit
for a brief period of time
followed by reflection
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Principal as “Lead Learner” (Rick DuFour)
Frequent classroom visits by principal
Real-time data to make decisions for:
-School improvement planning
-Professional development planning
School-wide reflective practice
Increased student achievement
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is designed to assist
in “coaching”
for improved practice
in the classroom
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should take no more than
two to four minutes
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should take no more
than two to four minutes
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• Effective data-gathering strategies
• Curriculum analysis skills
• Reflective thinking strategies
is designed to assist in…
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• Reflecting on professional practice
• Aligning instruction
• Improving student achievement
is designed to assist in…
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Types of Classroom Visits
1. Visible presence
2. Informal teacher observation
3. Formal teacher observation
4. Brief Classroom Walk-Through
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is NOT intended
for
evaluation purposes
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Using the PDA is a “signal”
that the visit is a CWT.
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Classroom Walk-Through Model
Step 1: Snapshot of Teaching and LearningStep 2: Identification of Instructional StrategiesStep 3: Level of Learner EngagementStep 4: Survey of the Learning Environment
After the Walk…Step 5: Analysis of Information CollectedStep 6: Reflection with Teacher
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Step 1: Snapshot of Teaching and Learning
T1 Teaching objective and learning expectation
T2 Target (Grade level standard)
T3 Taxonomy (Bloom’s)
T4 Text and/or materials
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Step 2:
Identification ofInstructional Strategies
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Step 3:
Assessment ofLearner Engagement
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Step 4:
Survey of theLearning Environment
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Step 5: After the Walk…
Check Alignment of the 4 T’s
Review Instructional Strategies Learner Engagement Learning Environment
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Step 6:Reflection
“…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up and what you need to do to prepare.”
Reflective Practice to Improve Schools
York-Barr, Sommers, Ghere, Montie
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“Adults do not learn from
experience, they learn from
processing experience.”
Arin-Krupp as cited in Garmston & Wellman, 1997
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Continuous learning and
improvement requires embedding the norm of
reflective practice
in your work.
Reflective Practice to Improve SchoolsYourk-Barr, Sommeers, Ghere, Montie
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A deliberate pause
A purposeful time for a close look
A willingness to be open to other points of view
Consciously processing your thoughts
Gaining new insights and understanding
ACTION with what has been learned
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Schoolwide Reflection
Partner and Small Group Reflection
Individual Reflection
REFLECTIVE PRACTICEREFLECTIVE PRACTICESTAGES OF IMPLEMENTATIONSTAGES OF IMPLEMENTATION
Adapted from Reflective Practice to Improve SchoolsYork-Barr, Sommers, Ghere, Montie
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When are s conducted?
Goal: Every classroom Every week Different times of day Different times of week
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Focused Reflective Prompts:
• Given about 50% of time
• No answer expected
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Implementation…
17 District Trainers prepared (Fall 2006) Training/re-training (2006-08) Part of DELTA (2006) CAPE course (2006) Specific focus areas (2006) Customized/specialized tools (2006-08)